Early Childhood Standards of Quality for ... - State of Michigan

ELE: EARLY Learning IN SCIENCEQuestions for Reflection (apply also to Expectations 2 and 3)1. How does the environment encourage preschoolers to initiate their ownplayful experiences with the science materials in the classroom?2. How is the environment arranged so that children can find and usematerials of interest to them and learn to replace them when finished?3. How do adults support and expand child-initiated learning experiencesand assist each child in the practice and mastery of skills?4. How do adults arrange the environment and plan the daily schedule tosupport and encourage children’s self-motivated discovery, curiosity, andexploration?5. What is the balance between child- and teacher-initiated science projectsand activities?6. Because science is particularly rich in teachable moments, how do adultsmaintain awareness of the potential for all interactions and experiences toresult in learning?7. How often, and in what ways, are the routines adjusted or activitieschanged to allow for children’s spontaneity, curiosity, and interests?8. What genuine, safe opportunities are there for children to change thingsand to explore the consequences of their actions; e.g., taking apart oldmachines, mixing colors, cooking?9. How do adults pose questions to children that encourage them to try newstrategies, become engaged, and to problem solve?10. What roles do adults have when children are playing and how do theseroles promote children’s curiosity, creativity, and exploration?11. How do adults respond to and support children’s exploration in dramaticand pretend play (e.g., suggesting roles associated to science—being aveterinarian, a gardener, a physician) by including related materials in thedramatic play area?12. How do adults react when children make ‘mistakes’? How do adults usethese moments to support learning?13. What practices or procedures are in place to determine what events mighthappen that could upset children and how are these situations addressed;e.g., the death of a classroom pet?14. How is an awareness of the importance of science ideas in our daily liveswoven into the life of the classroom on a daily basis; e.g., conversationsabout weather, the needs of a classroom pet, how to tell if milk hassoured, awareness of, and conversations about beauty in the naturalenvironment, healthful practices?15. Is there a comprehensive system to make certain the setting and thematerials and equipment within it are safe? What is the process forcontinuous assessment of the system’s effectiveness?122 Michigan Department of Education